| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Design and technology |
| What topic | Modified and fortified foods |
| What length (min) | 30 |
| What age group | Year or Grade 11 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Design and Technology
Modified and Fortified Foods
Year 11
30 minutes
20 students
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Topic | 5 mins | Briefly introduce modified and fortified foods. Discuss why these foods are important and relevant to nutrition and health. Use a few examples to engage students. |
| 2 | Group Discussion | 5 mins | Divide students into small groups. Pose guiding questions about their prior knowledge and opinions on modified vs. fortified foods. Groups share main thoughts with the class. |
| 3 | Activity: Printable Cards | 10 mins | Distribute printable cards. Instruct students to fill in information about specific modified and fortified foods (type, benefits, concerns). Circulate the room to assist students if needed. |
| 4 | Collect or Random Check | 5 mins | Ask students to hand their filled cards to the teacher for random checking (without presentations). This encourages accountability and reinforces learning. |
| 5 | Conclusion and Q&A | 5 mins | Summarize key points discussed. Open floor for any final questions. Encourage reflection on how this information may influence their choices. |
This lesson aligns with the Australian Curriculum by addressing health and nutrition topics relevant to student well-being and promoting informed decision-making regarding food choices.
"Good morning, everyone! Today we’re diving into an important topic in Design and Technology: modified and fortified foods.
Now, modified foods are those that have had their DNA altered, usually in a way that doesn’t change the food's safety or nutritional value. For instance, genetically modified corn is designed to be resistant to pests. On the other hand, fortified foods are those that have added nutrients to improve their nutritional content. A classic example is milk that has added vitamin D.
These foods are becoming more common within our diets, so it's essential to understand their impact on our health and nutrition. Can anyone think of a modified or fortified food they've tried? Great! Let's keep those examples in mind as we progress through the lesson."
"Now, I would like you to break into small groups of four. Each group will discuss their prior knowledge and opinions on modified versus fortified foods.
Here's a guiding question for you: What are the differences between modified and fortified foods, and what are your views on their consumption?
Take about five minutes to share your thoughts within your group, and be prepared to share one key point with the whole class afterward."
"Alright, everyone, I hope you enjoyed your discussions! Now we're going to move on to an activity with these printable cards.
Each of you will receive a card to fill out. You’ll need to select a specific modified or fortified food product—this could be something familiar from your own diets like breakfast cereals, energy bars, or dairy products.
On the card, please fill in the following: the type of food, its benefits, and any concerns that might arise from its consumption.
Take your time to think critically about the information as I circulate the room to assist you if needed. You have ten minutes for this activity. Go ahead!"
"Time’s up! Thank you for focusing on this task. Now, I’ll need you to hand your completed cards to me. I will conduct a random check on some of them without any presentations today.
This is not just a collection; it’s a way to ensure you have grasped what we've discussed today and reinforces your learning. Make sure your name is on the card before passing it up! Thanks!"
"To wrap things up, let's revisit what we’ve learned today. We explored what modified and fortified foods are, looked at some examples, and discussed their benefits, like added nutrients, alongside some concerns, such as allergies and potential long-term effects.
Now, I want to open the floor for any final questions you might have about modified and fortified foods.
Consider how this information might affect your choices in the future. Thank you for participating actively—I look forward to seeing your homework submissions, where you'll write about a modified or fortified food item and its impact on health. Have a great day!"
| Question | Answer |
|---|---|
| What are modified foods, and how do they differ from fortified foods? | |
| Can you give an example of a modified food you have encountered? | |
| What are some benefits of consuming fortified foods? | |
| What concerns might arise from the consumption of modified foods? | |
| How might the presence of allergens in fortified foods affect consumers? | |
| Discuss how modified and fortified foods can impact our health. | |
| What role does genetic modification play in food production? | |
| Can fortified foods ever have negative effects? If so, what might they be? | |
| How can consumers make informed choices about modified and fortified foods? | |
| What is one key point you learned from your group discussion on this topic? |